BECTA research project: International Baccalaureate E-Learning Laboratory (iBEL): evaluation report

The International Baccalaureate E-Learning Laboratory (iBEL) investigated the role that design-for-learning (D4L) plays in fostering independent learning on the International Baccalaureate programme using integrated open source platforms, namely Moodle and LAMS. Results from the project indicate these technologies increased independent learning, especially when teachers provided a clear framework by linking to pre-selected, reliable resources, and structured these through appropriate activities. Visual design was highly valued and learners enjoyed using resources containing rich media. In subject disciplines such as Modern Foreign Languages and English they were motivated by the integration of social learning tools, notably forum, glossary tools and chat. Students expected the use of technologies to form a part of their learning. Some teachers found that the use of the technologies assisted with long-term planning and enhanced their relationships with students. Adoption of a D4L system is more likely to succeed if introduced as a repository for existing content to which activities are later added and where it supports flexibility, fits the way that practitioners normally plan for learning, integrates easily with F2F teaching, contains a variety of easy to use tools, and accommodates the integration and updating of existing resources created by staff, such as Word, pdf and PowerPoint

Exploring library anxiety among Sudanese university students

Library anxiety is one of the psychological barriers that encounter students when they are performing a library task. This study explores library anxiety among 51 Sudanese university students using diary method for data collection. The finding indicates that library anxiety among Sudanese university students are manifested into five dimensions, namely; (a) Negative perceptions towards library environment, (b) Negative perceptions towards peer students, (c) Negative perceptions towards library staff, (d) Negative perceptions towards library services, and (e) Psychological barriers. Details of statements under the dimensions highlight the issues that are unique and not covered by previous studies in library anxiety

Exploring library anxiety among Sudanese university students

Library anxiety is one of the psychological barriers that encounter students when they are performing a library task. This study explores library anxiety among 51 Sudanese university students using diary method for data collection. The finding indicates that library anxiety among Sudanese university students are manifested into five dimensions, namely; (a) Negative perceptions towards library environment, (b) Negative perceptions towards peer students, (c) Negative perceptions towards library staff, (d) Negative perceptions towards library services, and (e) Psychological barriers. Details of statements under the dimensions highlight the issues that are unique and not covered by previous studies in library anxiety

Reducing the numbers of young people not in education, employment or training: what works and why

This survey examines the key factors that have contributed to reducing the proportion of 16- to 18-year-olds not in education, employment or training in 12 local authority areas

THE DIFFICULTIES IN TEACHING ENGLISH TO THE FOURTH GRADE STUDENTS OF MI NEGERI SUKOHARJO

This final project report was written based on the writer’s job training in MI Negeri Sukoharjo. The objectives of this final project report are to identify the difficulties in teaching English to the fourth grade students of MI Negeri Sukoharjo and to give the solutions of the problems. The difficulties faced by students such as mispronunciation and writing, less motivation. The difficulties faced by the writer such as time management, handling big class, understanding the material and handling the students. To solve the student’s difficulties, the students should practice English pronunciations continually and develop their self-motivation. The teacher also gives spirit and good feedback to them. To solve the writer’s problems, the writer should make not only the main plan but also another plan before teaching, make a strategy by doing activities and giving assignment in-group to handle big class, make the teaching process more interesting and creative and has a rule in class

THE PROBLEMS ENCOUNTERED IN ENGLISH TEACHING OF SECOND GRADE STUDENTS OF SMP NEGERI 12 SURAKARTA

Nungki Septiana Furi. 2009. The Problems Encountered in English Teaching of Second Grade Students of SMP Negeri 12 Surakarta. English Diploma Program. Faculty of Letters and Fine Arts, Sebelas Maret University. This final project is intended to describe the problems encountered in English teaching of Second Grade students of SMP Negeri 12 Surakarta.The objectives of the final project report are describing the English teaching, knowing the problems appeared in English teaching and giving solutions of problems in English teaching to the second grade students of SMP Negeri 12 Surakarta. This report is arranged based on the data which are taken from the observation that is done inside the class. The observation is done in order to know the method thatused in the class, the facilities that support the English teaching activities, and the materials that is given to the students. In the English teaching process, the writer used Grammar-Translation method. It is done since it the most suitable method for the students which is demanded to be more active in the Education Unit Level Curriculum which is applied. The problems appear during the English teaching process such as the difference of used method, the students’ attention are hard to be focused, limited facilities, limited time provided by school, and the topic development are too broad. To deal with the problems, the writer are implied some solutions such as familiarizing the new method, giving games and interesting materials, using alternative facilities, giving additional class and making priority list of the topics which will be given. It is suggested to the school management to complete the existed facilities so that it can fully support the students in English teaching and learning activities andto the English teacher to be more strictto the students

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 2, Issue 2, Summer 2013

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)