Web 2.0 virtual design studio : social networking as facilitator of design education

In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third-year architectural design studio that was modelled on the virtual design studios (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students’ outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS

Web 2.0 VDS : social networking as a facilitator of design education

In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third year architectural design studio that was modelled on the Virtual Design Studios (VDS) of past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilised the social networking sites Ning.com, YouTube and Skype; various 3D modelling and video- and/or image-processing software; plus chat-software. These were used in combination to deliver lectures, communicate learning goals, disseminate learning resources, submit work, and provide feedback and comments on various design works in assessing students&rsquo; outcomes. This paper centres on issues of learning and teaching associated with the development of a Social Network VDS (SNVDS).<br /

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Serving High-Risk Youth in Context: Perspectives from Hong Kong

Background: High-risk youth are often defined in occupational therapy terminology as adolescents and young adults who experience personal, contextual, or environmental barriers to effective participation in healthy, age-appropriate occupations. Without assistance for participation, these youth may acquiesce to daily routines of unhealthy risk-taking or isolation, failing to achieve developmental milestones needed for successful transition to adulthood. There are known therapeutic services targeting this population, but occupational therapy involvements have been sparsely documented. Method: Having been affiliated with a community-based occupational therapy program serving high-risk youth for many years in the US, the principal investigator of the study used a sabbatical opportunity to explore services provided to high-risk youth in Hong Kong (HK). This paper reports preliminary findings obtained from an exploratory study of analyzing transcripts of 13 one-on-one interviews with service providers in HK. Results: Two major themes are discussed in this paper: the prevalent behavioral risks among high-risk youth as perceived by the service providers and the intervention approaches used by the service providers with the high-risk youth population in HK. Conclusion: Reflecting on the preliminary outcome of the study, the authors suggest that occupational therapy may contribute to mitigating youths’ risk factors through ecological occupational engagement

Comparing distance education and conventional education: Observations from a comparative study of post‐registration nurses

This retrospective study presents a comparison of assessment results achieved by distance‐learning students and classroom‐based students undertaking the same module in a degree course. The purpose of the comparison is to provide some objective measurement of the quality of distance education in relation to conventional classroom‐based education. The authors have selected three groups of students, who have all undertaken the same module in the B. Sc Health Studies degree programme offered by the University of Paisley. One group (in Paisley) undertook their studies by means of conventional classroom‐based education, the second (in Hong Kong) by supported distance learning with face‐to‐face contact in the form of tutorials, and the third (in a geographically dispersed group in the United Kingdom and other countries) by supported distance learning with no face‐to‐face contact. The results obtained by these three groups of students were analysed. Because of the differences in the size of the groups, the Kruskal‐ Wallis 1‐ Way Anova test was applied to validate the face value findings. The authors include findings from the literature comparing distance education with conventional education and from cross‐cultural studies to present their data in context. Analysis of the assessment results showed that students from all three groups were successful in their studies, but the students studying by distance learning obtained significantly higher end‐of‐module results than their classroom‐based colleagues. This latter finding reflects the conclusion that other investigators have reached In their discussion the authors identify educational, cultural and personal factors that may help to explain their findings. A limitation in the study is that it concerns only one module in the degree programme. The research now moves on to comparing students who have undertaken the whole degree programme by the means describe

Electronic Collaboration Across Cultures in a Web-based Project for English Writing Instruction

The paper highlights the importance of experimentation and an innovative approach to English language writing instruction with the help of information communication technology (ICT or IT). First, it describes the local situation of English language teaching at The Chinese University of Hong Kong (CUHK). Then, it summarizes the development of IT proficiency and student-led collaborative learning groups at CUHK. Third, it reports on an International Web-based writing project involving six collaborating schools in different parts of the world including China, the United States, Indonesia, and Hong Kong in the year 1999-2000. In the report, the author-presenter will share with the audience a new ELT course development titled "English Online: Writing on the Web." He will explain the course objectives, the background of participating classes, the Web Course Tools (WebCT), the design of the project, the evaluation of course effectiveness and the outcome of the new curricular initiative. Finally, the paper presents a summary of a practical guide to electronic collaboration and some of the lessons the writer has learnt in five years\u27 experience of participant-observation in English teaching practice using the Web

Ethics and taxation : a cross-national comparison of UK and Turkish firms

This paper investigates responses to tax related ethical issues facing busines

Asian Americans respond less favorably to excitement (vs. calm)-focused physicians compared to European Americans

OBJECTIVES: Despite being considered a model minority, Asian Americans report worse health care encounters than do European Americans. This may be due to affective mismatches between Asian American patients and their European American physicians. We predicted that because Asian Americans value excitement (vs. calm) less than European Americans, they will respond less favorably to excitement-focused (vs. calm) physicians. METHOD: In Study 1, 198 European American, Chinese American, and Hong Kong Chinese community adults read a medical scenario and indicated their preference for an excitement-focused versus calm-focused physician. In Study 2, 81 European American and Asian American community college students listened to recommendations made by an excitement-focused or calm-focused physician in a video, and later attempted to recall the recommendations. In Study 3, 101 European American and Asian American middle-aged and older adults had multiple online encounters with an excitement-focused or calm-focused physician and then evaluated their physicians\u27 trustworthiness, competence, and knowledge. RESULTS: As predicted, Hong Kong Chinese preferred excitement-focused physicians less than European Americans, with Chinese Americans falling in the middle (Study 1). Similarly, Asian Americans remembered health information delivered by an excitement-focused physician less well than did European Americans (Study 2). Finally, Asian Americans evaluated an excitement-focused physician less positively than did European Americans (Study 3). CONCLUSIONS: These findings suggest that while physicians who promote and emphasize excitement states may be effective with European Americans, they may be less so with Asian Americans and other ethnic minorities who value different affective states

From English to undergraduate: the international student experience

Over 3,000 international students study at Northumbria, of whom over 70% originating from the Pacific Rim region choose to study programmes within Newcastle Business School (NBS). On a regular basis, large and small scale learning and teaching experience - based studies have been undertaken by Northumbria with all students. Demographic information, collected in all cases, allowed data extraction for both UK and international NBS students. Studies included questionnaires, distributed to students studying English Language (ELAN) courses followed up once students started their chosen programme, which drew upon established research outlining issues relating to international student adjustment to UK study. These research findings led to recommendations on adapting practice to make teaching more inclusive, which were distributed to lecturers. Following a suitable bedding- in period, an additional study was undertaken to establish whether students concurred with the recommendations made and to assess the extent they believed these were now being practiced. This paper presents the most significant findings from the studies outlined above