Assessment of an ePortfolio : developing a taxonomy to guide the grading and feedback for personal development planning

This paper describes the rationale for, and the design, implementation and preliminary evaluation of a taxonomy to guide the grading and feedback of ePortfolio assessment of personal development planning (PDP) in a module where PDP is integrated into the curriculum. Conventional higher education assessment methods do not adequately address the requirements of this innovative approach to learning and assessment, and a new assessment tool was felt to be necessary. Drawing on recent theories in the fields of constructive alignment, reflective practice and assessment for learning, a criteria-based taxonomy was designed with the aims of articulating criteria for achievement aligned with the learning outcomes of the module, and of ensuring valid and reliable evaluation of student achievement. Analysis of student and tutor feedback and statistical comparison of marks achieved after the pilot study have produced encouraging results. While this taxonomy was designed to be used in specific circumstances, it is capable of being adapted for use by others who deliver modules or courses where PDP embedded in the curriculum is supported and assessed by means of an ePortfolio

Information systems evaluation: Navigating through the problem domain

Information systems (IS) make it possible to improve organizational efficiency and effectiveness, which can provide competitive advantage. There is, however, a great deal of difficulty reported in the normative literature when it comes to the evaluation of investments in IS, with companies often finding themselves unable to assess the full implications of their IS infrastructure. Although many of the savings resulting from IS are considered suitable for inclusion within traditional accountancy frameworks, it is the intangible and non-financial benefits, together with indirect project costs that complicate the justification process. In exploring this phenomenon, the paper reviews the normative literature in the area of IS evaluation, and then proposes a set of conjectures. These were tested within a case study to analyze the investment justification process of a manufacturing IS investment. The idiosyncrasies of the case study and problems experienced during its attempts to evaluate, implement, and realize the holistic implications of the IS investment are presented and critically analyzed. The paper concludes by identifying lessons learnt and thus, proposes a number of empirical findings for consideration by decisionmakers during the investment evaluation process

Developing modular product family using GeMoCURE within an SME

Companies adopt the strategy of producing variety of products to be competitive and responsive to market. Product variation is becoming an important factor in companies' ability to accurately meet customer requirements. Ever increasing consumer options mean that customers have more choices than ever before which put commercial pressures on companies to continue to diversify. This can be a particular problem within Small to Medium Enterprises (SMEs) who do not always have the level of resources to meet these requirements. As such, methods are required that provide means for companies to be able to produce a wide range of products at the lowest cost and shortest time. This paper details a new modular product design methodology that provides a focus on developing modular product families. The methodology's function is described and a case study detailed of how it was used within an SME to define the company's product portfolio and create a new Generic Product Function Structure from which a new family of product variants can be developed. The methodology lends itself to modular re-use which has the potential to support rapid development and configuration of product variants

Personal development planning in the first year

The approach to quality and standards in higher education (HE) in Scotland is enhancement led and learner centred. It was developed through a partnership of the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland) and the Quality Assurance Agency for Higher Education (QAA) Scotland. The Higher Education Academy has also joined that partnership. The Enhancement Themes are a key element of a five-part framework, which has been designed to provide an integrated approach to quality assurance and enhancement. The Enhancement Themes support learners and staff at all levels in further improving higher education in Scotland; they draw on developing innovative practice within the UK and internationally The five elements of the framework are: z a comprehensive programme of subject-level reviews undertaken by higher education institutions (HEIs) themselves; guidance is published by the SFC (www.sfc.ac.uk) z enhancement-led institutional review (ELIR), run by QAA Scotland (www.qaa.ac.uk/reviews/ELIR) z improved forms of public information about quality; guidance is provided by the SFC (www.sfc.ac.uk) z a greater voice for students in institutional quality systems, supported by a national development service - student participation in quality scotland (sparqs) (www.sparqs.org.uk) z a national programme of Enhancement Themes aimed at developing and sharing good practice to enhance the student learning experience, facilitated by QAA Scotland (www.enhancementthemes.ac.uk). The topics for the Enhancement Themes are identified through consultation with the sector and implemented by steering committees whose members are drawn from the sector and the student body. The steering committees have the task of establishing a programme of development activities, which draw on national and international good practice. Publications emerging from each Theme are intended to provide important reference points for HEIs in the ongoing strategic enhancement of their teaching and learning provision. Full details of each Theme, its steering committee, the range of research and development activities as well as the outcomes are published on the Enhancement Themes website (www.enhancementthemes.ac.uk). To further support the implementation and embedding of a quality enhancement culture within the sector - including taking forward the outcomes of the Enhancement Themes - an overarching committee, the Scottish Higher Education Enhancement Committee (SHEEC), chaired by Professor Kenneth Miller, Vice-Principal, University of Strathclyde, has the important dual role of supporting the overall approach of the Enhancement Themes, including the five-year rolling plan, as well as institutional enhancement strategies and management of quality. SHEEC, working with the individual topic-based Enhancement Themes' steering committees, will continue to provide a powerful vehicle for progressing the enhancement-led approach to quality and standards in Scottish higher education

Functional Skills Support Programme: Developing functional skills in design and technology

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

A review of modular strategies and architecture within manufacturing operations

This paper reviews existing modularity and modularization literature within manufacturing operations. Its purpose is to examine the tools, techniques, and concepts relating to modular production, to draw together key issues currently dominating the literature, to assess managerial implications associated with the emerging modular paradigm, and to present an agenda for future research directions. The review is based on journal papers included in the ABI/Inform electronic database and other noteworthy research published as part of significant research programmes. The research methodology concerns reviewing existing literature to identify key modular concepts, to determine modular developments, and to present a review of significant contributions to the field. The findings indicate that the modular paradigm is being adopted in a number of manufacturing organizations. As a result a range of conceptual tools, techniques, and frameworks has emerged and the field of modular enquiry is in the process of codifying the modular lexicon and developing appropriate modular strategies commensurate with the needs of manufacturers. Modular strategies and modular architecture were identified as two key issues currently dominating the modular landscape. Based on this review, the present authors suggest that future research areas need to focus on the development and subsequent standardization of interface protocols, cross-brand module use, supply chain power, transparency, and trust. This is the first review of the modular landscape and as such provides insights into, first, the development of modularization and, second, issues relating to designing modular products and modular supply chains

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development