Meeting technological challenges? Design and technology in schools 2007–10

Using evidence from Her Majesty’s Inspectors’ focused surveys of primary and secondary schools, this report evaluates the provision of design and technology (D&T) in the curriculum. Most pupils in all of the schools visited enjoyed designing and making products, solving problems and seeing their ideas taking shape. Achievement and provision in D&T were good in about two thirds of the primary schools and just under half of the secondary schools, particularly where up-to-date technologies were used and explained accurately to pupils. However, a lack of subject-specific training for teachers undermined efforts to develop pupils’ knowledge and skills, particularly in using electronics, developing control systems and using computers to aid designing and making. The report also addresses the challenges presented to schools in modernising the D&T curriculum so that it keeps pace with global technological development

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Learners' Priority-Satisfaction Analyses As A Diagnostic Too in Managing Open And Distance Learning (ODL) at Open University Malaysia (OUM)

The Open University Malaysia (OUM) started its operations in 2001. Being a new and the first ODL institution in the country, it needs to identify its institutional strengths and weaknesses. The success of OUM is very much dependent on the quality of the support services it provides. Traditionally, quality is measured uni-dimensionally, that is, using learners' satisfaction. However, for greater reliability and accuracy, learners'satisfaction should be viewed in the context of their priorities or expectations. Combining the two dimensions of priority and satisfaction, the results of the survey will enable OUM to determine its strengths (high priority-high satisfaction) and weaknesses (high priority-low satisfaction). The study is based on a survey to determine the profile of learner-respondents, the priorities placed on OUM's support systems and their levels of satisfaction for the support systems. The analysis was done separately on three cohorts of learners: the "BPG"/ teachers group; the Open Market Bachelor's Degree group and the Open Market Diploma group. The results indicated slight variations in the profiles of the respondents, their priority listings and satisfaction levels. However, all three cohorts accorded the highest priority to: (i) program of study and (ii) fees. They rated highest satisfaction for: (i) tutor and (ii) program of study. The lowest priority items include (i) learning centers, and (ii) learning materials. The least satisfied items were: (i) library, and (ii) e-Learning platform (myLMS). Overall, eight out of the nine services rendered fell in the high priority-high satisfaction quadrant (its strengths). Only the library services fell in the high priority-low satisfaction quadrant (its weakness). (Authors' abstract

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

International handbook of teacher education

This chapter sets out to provide an overview of various aspects of Malta’s social, cultural and economic characteristics, focusing in particular on the role played by education in forging the island’s fortunes and identity, and specifically on the initial preparation of teachers in the light of reforms to educational provision aimed towards the country’s aspiration that ‘all children may succeed’ (Ministry of Education, Youth and Employment, 2005).peer-reviewe

E-learning for the environment : the Universidade Aberta (Portuguese OpenDistance University) experience in the environmental sciences post-graduate courses

Purpose – In recent decades, there has been an increase of public awareness about environmental problems. A simultaneous effort to increase educational course offerings in this area has been made. The purpose of this paper is to evaluate the first edition of the blended learning MSc in Environmental Citizenship and Participation that is offered by Universidade Aberta, Lisbon, Portugal. This is the first and only MSc offered in the distance learning mode in Portugal in this scientific area. The Master’s programme includes environmental and social sciences contents. Also the programme includes tools and methodologies designed to help the students put into practice their expanded awareness, and knowledge within educational and public participation processes, within environment projects, programs or plans. Design/methodology/approach – Evaluation is performed with the students using three data sources: a questionnaire survey, personal interviews and assessment materials produced by the students. These data are designed to evaluate course performance in terms of: student motivation, student-content interaction, student-student interaction, student-teacher interaction, learning activities, type of evaluation, and student’s environmental citizenship attitudes and behaviours. Findings – The qualitative analysis indicates a very high level of student motivation and satisfaction with the programme. The course contents, organisation and learning regime allow students to change their attitudes about environmental domains and to feel they will contribute to others change of attitudes and behaviours. Originality/value – E-learning brings new dimensions (to traditional education when it comes to adult learning) and increases the motivation to learn about environmental issues (if the e-learning for environment course allows for new ways of exploring and solving environmental problems in an interactive way). Moreover, it may increase the readiness to learn if the students are allowed to move into new social roles through the course.peerreviewe