267,523 research outputs found
UCL (University College London) Libraries Masterplan: Masterplanning Report
BDP were appointed to undertake a Masterplan for the UCL Main Library and the
UCL Science Library and to identify how these buildings could be re-ordered to
significantly improve the quality of the library environment and to facilitate the
delivery of library services.
An initial brief was agreed with UCL’s Estates Management Committee and a
Masterplan Steering Group established including academic representatives,
library staff and design consultants. To inform the development of this brief, UCL
Library Services undertook a number of consultation exercises with users of the
Library; students, academic staff and external users, together with Library staff.
A number of visits to exemplar library buildings in the UK and continental Europe
were also undertaken to inform the development of options for the buildings.
Following the development and review of initial options for both the Main Library
and Science Library, it was agreed a further, hypothetical New Build Central
Library Option should be reviewed, to accommodate a relocated and consolidated
library service encompassing 7 of the 16 existing libraries currently distributed
across the UCL Estate
An integrated core competence evaluation framework for portfolio management in the oil industry
Drawing upon resource-based theory, this paper presents a core competence evaluation framework for managing the competence portfolio of an oil company. It introduces a network typology to illustrate how to form different types of strategic alliance relations with partnering firms to manage and grow the competence portfolio. A framework is tested using a case study approach involving face-to-face structured interviews. We identified purchasing, refining and sales and marketing as strong candidates to be the core competencies. However, despite the company's core business of refining oil, the core competencies were identified to be their research and development and performance management (PM) capabilities. We further provide a procedure to determine different kinds of physical, intellectual and cultural resources making a dominant impact on company's competence portfolio. In addition, we provide a comprehensive set of guidelines on how to develop core competence further by forging a partnership alliance choosing an appropriate network topology
Tools or crutches? Apparatus as a sense-making aid in mathematics teaching with children with moderate learning difficulties
This paper challenges a view of concrete materials as abstracts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as tools, artefacts used flexibly and selectively by pupils to make sense of mathematics, rather than as crutches, devices which may support procedural competency in mathematics but with no guarantees of understanding
Chapter 7: Institutional Support
The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)
Modular eco-class: an approach towards a sustainable innovative learning environment in Egypt
Today, Egypt suffers from deterioration of education quality as a result of
deficient learning spaces, insufficient governmental expenditure and funding, and lack of
proper research in education developmental strategies. Additionally, 21st century learning
requires innovative spaces that connect school, home, and community. Therefore, new learning
spaces should increase flexibility, support hands-on and outside-class learning activities in
order to motivate learners. Furthermore, they intend to encourage extra-curricular activities
beyond conventional learning times. Undoubtedly, comfortable, safe and creative learning
spaces can inspire and motivate users, while ugly/unsafe spaces can depress. Therefore, welldesigned
learning spaces are able to support creative, productive and efficient learning
processes on one hand. On the other hand, ecological design measures became an increasingly
major keystone for modern sustainable learning-spaces. Thus, learning-spaces’ design process,
form, components, materials, features, and energy-saving technologies can yield well-educated,
environmentally-literate, energy-conscious, and innovative future-generations.
This paper represents a preliminary phase of an ongoing research project that aims to create
a framework for an Innovative Sustainable Learning Environment (ISLE) in developing
countries, the Middle East region, and Egypt in particular. This project aims at encouraging
constructive relationships between users, buildings, ecosystems and to improve quality of
learning through intelligent and ecologically well designed learning-spaces. The paper
proposes the concept of modular Eco-Class as a framework of learning spaces and a stepforward
in the direction of ISLE. Moreover, this Eco-Class aims to educate and provide
balance between building’s environmental sensitivity, high performance, initial cost, and
lifecycle costs without harming the surrounding ecology. The Eco-Class not only intends to
promote a positive environmental impact to improve indoor air quality and energy efficiency, it
also provides on its own an environment that educates learners and elevates environmentalawareness
between future generations. Finally, the study and the ongoing research project of
Eco-Class aim to provide validated design-guidelines for sustainable educational buildings, and
to achieve the optimum innovative and sustainable learning environment in Egypt for effective
and creative future-generation learners, parents, staff, and communities
Partnering with Principals Through Formal and Informal Professional Development
Mathematics Specialists and administrators need to define what they should see students and teachers doing in classrooms that promote proficiency and understanding in mathematics. Formal, divisionwide professional development on this topic can quickly guide and inform a large group of administrators in one setting. However, potentially more powerful professional development can occur on a small scale one building at a time through mathematics department learning walks
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