A Study on the Human Factor Issues of Lecturers and Students that Hinder the Establishment of an E-leaming Enabled Tertiary Institution in a Traditionally Face to Face Institution

A ZJER study on human factor issues hindering the establishment of e-learninig in Zimbabwe educational institutions.Information and Communication Technology (ICT) provides various opportunities and challenges for improving and revamping the learning experiences of students and lecturers. The purpose of this article is to identify and discuss the challenges of introducing ICT driven education in a traditionally face to face tertiary institution in developing African countries. It has generally been observed that the introduction of ICT in such institutions has been met by resistance. Although a number of factors have been identified, this article concentrates on the human factor issues such as the attitudes and perceptions of lecturers and students. Human factor issues in the development of ICT based curricular impact on, rapid acceptance, successes and failures of its implementation. Data for this article was collected using questionnaires, interviews as well as other secondary sources. From the data collected it was realized that lecturers and students are not aware of their new roles in the new learning environment. This was found to be one of the reasons why there is generally resistance when it comes to the implementation of ICT in education. A detailed discussion of the evolving roles and streamlining of the human factors for favourable outcomes is presented. Finally the article gives recommendations for an adaptive, purposeful staff and students development programme which takes cognizance of the human factor issues

Innovation and communication technologies + Problem based learning: a new approach for teaching architecture

This article presents the results obtained during its first year of application in the educational innovation project called “New frameworks of teaching: ICT applied to problem based learning in technical bachelors” (PIE 15-166) developed at the School of Architecture in the University of Malaga. This has been focused on the development of educational strategies based on exploiting the potential of ICT, taking as a framework the ABP. Its application on subjects from different areas of knowledge (architectural composition, urban planning, projects and architectural constructions) has allowed assessing the adaptability of this methodology depending on the content. Among the obtained results can be highlighted the improvement in cross curricular coordination between subjects from different fields of studies, providing different ways of synchronous and asynchronous communication between students and teachers to generate a greater interaction between all the involved subjects; increasing in addition the interest and an improvement of the results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Teaching Practices, Influences and Outcomes in the Adult ICT User Classroom: more than an Input/Output Approach?

ICT user skill is a relatively new subject area and has a limited pedagogical history. To date, most of the discussion has been about ICT within schools, particularly integration of ICT into other curriculum areas, with less emphasis on how to teach user skills, especially to adults. This research explores differing teaching practices within the adult ICT user skills environment from a teacher professional knowledge perspective. By examining the ways that teachers develop, maintain and enact pedagogical knowledge and by determining influencing factors, this investigation contributes to the subject and pedagogical understandings vital to an emergent subject area. A naturalistic, qualitative, multi-methodology approach was used, involving interviews, classroom observations, document examination, and learner questionnaires. This enabled flexible examination and triangulation of the varying influences on practice and the development of emergent models. The research identified seven different teaching approaches but concludes that ‘transmissive’ teaching styles focusing on procedural skills dominate. Activity is almost universally perceived by stakeholders as practical, hands-on and individual. The diversity and nature of the teachers’ professional backgrounds, ambiguous subject goals, perceptions of adults as learners, and strong institutional and examination influences all contribute to this narrow perspective. This thesis questions whether such one-dimensional subject and pedagogical outlooks could impact adversely on outcome, leading to skills deficiencies which may limit economic and/or personal ICT potential. Drawing on problem solving examples from the research the thesis proposes a more holistic approach to create a robust theoretical base for both subject and pedagogy

Functional Skills Support Programme: Developing functional skills in music

This booklet is part of "... a series of 11 booklets which helps schools to implement functional skills across the curriculum. The booklets illustrate how functional skills can be applied and developed in different subjects and contexts, supporting achievement at Key Stage 3 and Key Stage 4. Each booklet contains an introduction to functional skills for subject teachers, three practical planning examples with links to related websites and resources, a process for planning and a list of additional resources to support the teaching and learning of functional skills." - The National Strategies website

MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse