Learning videos - do they work?

Abstract: The videos which were subject of this investigation could be classified broadly as instructional videos, presenting processes or specialist machine introductions. As such, they can be referred to as a type of multimedia learning resources. This study compared staff’s views with the students’ perceptions of relevance and usability of a range of instructional videos. The use of videos and mobile digital technology was seen as an enabler of rapid access and self-guided learning, but overwhelmingly, tutors and students valued the face-to-face interaction as a prime enabler of learning. Further development of video resources should be based on the following key considerations: constructing the shortest visual and audio messages, identifying key meta-data to enhance reusability, adaptation of teaching and learning styles

Low-income families and coping through brands : inclusion or stigma?

This article highlights the paradoxical coping strategies employed by low-income families. Based on in-depth interviews with 30 families in the UK, it is demonstrated that individuals initiate strategies to avoid the social effects of stigmatization and alleviate threats to social identity. In particular, families engage in conspicuous consumption, with emphasis on ensuring children have access to the 'right' brands. This can be interpreted in two opposing ways. Low-income consumers, in particular single mothers, may be understood as coping within the challenging context of consumer culture to improve the standard of living for their families. However, drawing on underclass discourse surrounding 'chav' culture and single mothers, it is demonstrated that the coping strategies employed to achieve approval in fact fuel further stigmatization and instead of creating inclusion have the opposite outcome of exclusion and marginalization

The Relationship Between Beginning Teachers' Prior Conceptions of Geography, Knowledge and Pedagogy and their Development.

This research examines the relationship between primary postgraduate (PGCE) students’ conceptions of geography, knowledge and pedagogy and their development as teachers of primary geography over two years – the primary PGCE course and the first year of teaching. The methodology is essentially qualitative and based on the principles of grounded theory. Personal Construct Theory (PCT) has also informed the choice of research techniques, PCT being seen to be appropriate for a research project that aims to access and therefore examine a range of alternative constructions. Concept mapping was used at the beginning and end of the geography component of a PGCE Primary course to elicit all students’ conceptions of geography, teaching and learning. Analysis of the concept maps from the whole cohort (n=79) show that primary students’ conceptions of geography are generally rather simplistic and reflective of the descriptive-rich and scientific persuasions identified by Barratt Hacking (1996). Only a few students’ maps reflected environmental or humanistic/welfare persuasions. The concepts maps were also sorted into four categories from most sophisticated to least sophisticated conceptions of geography. It was noted that of the eight students in category one (most sophisticated) only one had a geography degree. A sample of 11 students was then interviewed (using a stimulated recall technique (Calderhead 1986)) about their conceptions using the elicitation data as a stimulus for the discussion. This enabled the researcher to both probe students’ conceptions in greater depth, and to validate initial analysis of the elicitation data. Finally, three students – one a geographer (with a geography degree) and the others non-geographers – were observed teaching geography and interviewed directly after the observations on three occasions over the two years. A coding system was developed from all the data, and was then used to analyse the interviews using Microsoft Word index and cross-referencing functions. These analyses, along with elicitation data, formed the basis of case studies of the development of three students as geography teachers over two years.A model for beginning teacher development in the field of primary geography is then proposed.  The model emerged from interpreting and synthesising the evidence from the three case studies, and through the use of the constant comparison technique (Strauss & Corbin, 1998). The model is applied to the series of lessons observed for each case study providing an overview of their development as teachers of primary geography. Comparison of the three cases over two years shows some startling similarities as well as some differences in their development. It seems that each of them, whether they held a geography degree or not, discounted the geographical knowledge they have gained from life experiences as a valuable base to work from, despite the relevance of this knowledge to their teaching. It also seems that each of them, when observed during their PGCE course, were most likely to draw on their memory of geography lessons from when they were a pupil as a model to inform their teaching. As the two years progressed, and their pedagogical knowledge developed, they began to replace these early experiences with ones more suited to effective teaching – that is, their more recent experiences as teachers.  Of the three beginning teachers, only David, who had a geography degree, developed to become an effective geography teacher during the research period. However, it is considered that, for the majority of primary teachers, the most that can be expected is that they will develop into effective teachers of primary geography because it is unlikely that they would have opportunities to develop the depth of subject knowledge required to be an effective geography teacher. The thesis concludes by offering some thoughts for the development of primary geographical education. It proposes that primary geography could be usefully conceptualised as ‘everyday’, or ‘ethno-‘geography, that is a geography that recognises and seeks to address the ‘false split between practical, everyday knowledge and abstract, theoretical knowledge’ (Frankenstein & Powell, 1994). This is a geography that explicitly values the geographical knowledge that we all build up from everyday experiences in the world and that, in conjunction with the development of a geographical imagination, might form the basis of a primary geography framework

Determinants of foreign direct investment in Vietnam 1988-2009

This thesis analyses the determinants of Foreign Direct Investment in Vietnam from 1988-2009. It examines the nature, motivation and impact of FDI upon the Vietnam economy and its contribution to the subsequent leap forward in economic growth. The focus is on developing Dunning’s eclectic theory through case study analysis of Honda-Vietnam Motorbike Company and ANZ-Vietnam Bank. The prominent theories on FDI generally used in the thesis focus on Vernon’s Product Life Cycle (PLC) model, the Market Imperfection Theory (MIT), the Transaction Cost (TC) or internalisation approach and Dunning’s Eclectic Theory. Dunning is the clearest methodology for understanding the Vietnamese case as its method is to take account of a countries particular FDI characteristics and their impact on economic growth. The addition of an emphasis on the impact of culture upon the development of FDI in Vietnam provides this thesis with evidence of its originality and legitimacy to the claim of filling a gap in the literature on FDI in developing countries and the advancement of economic theory. The main focus in the case studies is demonstrating how foreign invested enterprises altered production, management, service and marketing processes to adapt their traditional, organisational and locational advantages to suit the local environment, and give them both foreign and domestic comparative advantages, ensuring the maximum possible capital return on their investments

Identity and participation in a workplace English language training classroom in Thailand: a community of practice perspective

This ethnographic study investigates identity and participation in a workplace English language training classroom in Thailand. As a practitioner’s enquiry, the research methods of participation observation, interviews and questionnaires were employed in exploring a 40-hour training classroom which acts as a workplace community of practice for both the teacher and the student participants. Through the lens of communities of practice (Lave and Wenger, 1991), the research shows the significance, despite common assumptions of shared interests and choice to participate in communities of practice, of gatekeeping and legitimacy defined by the Human Resources department. As a formal corporate training classroom with an outside language instructor, there is evidence of multiple identities and forms of participation. The identities of expert newcomers, semi-expert newcomers as well as non-expert old-timers pose questions about forms of participation, especially legitimate peripheral participation and full participation, in the communities of practice model. Reversal of identities in the classroom between teacher and students emphasise pedagogical roles in the community. Identities are negotiated and constructed amongst the interrelationships of legitimacy, power relations, and social structures of the community of practice. Within the different layers of social practice (classroom, organisation and Thai cultural and social norms), legitimation conflicts arise. English language proficiency, and skills and knowledge regarding the organisation and engineering, coupled with the role of ‘seniority’ in peer relationships expressed in the pseudo-sibling relationship in Thai culture, are common causes of tension. Individual participants must exercise their agency to negotiate their identities and power among these conflicts and tensions. Using both verbal and non-verbal language, language-related identities contribute to identity negotiation and construction. ‘Joker’ and ‘silent member’ identities suggest the use of humour and silence as a discursive practice. Code-switching from English to Thai enables language to be used as a shared repertoire in the community. Specific use of pronouns in Thai represents the identities of classroom participants. The research shows that language use and culture should be central to the analysis of identity and participation in communities of practice. The thesis concludes by discussing implications for researchers on communities of practice, and practitioners in English language corporate training and English for Specific Purposes

Identity and participation in a workplace English language training classroom in Thailand: a community of practice perspective

This ethnographic study investigates identity and participation in a workplace English language training classroom in Thailand. As a practitioner’s enquiry, the research methods of participation observation, interviews and questionnaires were employed in exploring a 40-hour training classroom which acts as a workplace community of practice for both the teacher and the student participants. Through the lens of communities of practice (Lave and Wenger, 1991), the research shows the significance, despite common assumptions of shared interests and choice to participate in communities of practice, of gatekeeping and legitimacy defined by the Human Resources department. As a formal corporate training classroom with an outside language instructor, there is evidence of multiple identities and forms of participation. The identities of expert newcomers, semi-expert newcomers as well as non-expert old-timers pose questions about forms of participation, especially legitimate peripheral participation and full participation, in the communities of practice model. Reversal of identities in the classroom between teacher and students emphasise pedagogical roles in the community. Identities are negotiated and constructed amongst the interrelationships of legitimacy, power relations, and social structures of the community of practice. Within the different layers of social practice (classroom, organisation and Thai cultural and social norms), legitimation conflicts arise. English language proficiency, and skills and knowledge regarding the organisation and engineering, coupled with the role of ‘seniority’ in peer relationships expressed in the pseudo-sibling relationship in Thai culture, are common causes of tension. Individual participants must exercise their agency to negotiate their identities and power among these conflicts and tensions. Using both verbal and non-verbal language, language-related identities contribute to identity negotiation and construction. ‘Joker’ and ‘silent member’ identities suggest the use of humour and silence as a discursive practice. Code-switching from English to Thai enables language to be used as a shared repertoire in the community. Specific use of pronouns in Thai represents the identities of classroom participants. The research shows that language use and culture should be central to the analysis of identity and participation in communities of practice. The thesis concludes by discussing implications for researchers on communities of practice, and practitioners in English language corporate training and English for Specific Purposes

Maltese primary school teachers' developing understanding of effective use of ICT in classrooms through an enquiry group process

The context of this research was the European Union (EU) funded Specialised Animated Interactive Learning (S.A.I.L.) project that set out to incorporate group work as well as to integrate information computer technology (ICT) within primary school classrooms in three European countries. As part of this project, online resource material on the Romany culture was developed and introduced to a group of primary school teachers in Malta. A self-selected group of five of these teachers formed a collaborative enquiry group. The focus of the research was the teachers’ developing classroom practice and pedagogic understanding as evidenced by their developing use of pedagogic language and observations of classroom practice. The research methodology evolved during the project to describe and understand the ways the enquiry group sessions were influencing pedagogic understanding and practice. The teachers’ classes were videotaped and used during the sessions to demonstrate, discuss and problematise classroom practice. The teachers led the sessions and the researcher acted as a facilitator. Data collection instruments included videos of classroom practice and the enquiry group sessions; an initial free writing exercise and questionnaire; teachers’ classroom logs; and a final interview. Data analysis was an on-going process as it was important to develop an understanding of the dynamics of the enquiry group process and how this translated into classroom practice during the five weeks in which this occurred. Concordancing of the transcripts was used to identify key lexical items and their frequency and this was followed by an analysis of how specific lexical items were used in each session. Critical incidents were also identified; providing an understanding of the ways the enquiry group process supported classroom change. The research provides evidence of the ways the enquiry group process adopted influenced classroom practice and the teachers’ pedagogic understanding which has implications for teacher professional development models and programmes. All five teachers’ classroom practice changed over the five-week period, as did each teacher’s use of language about their practice. This was evidenced by lexical item use within the enquiry groups and three categories emerged: (a) new lexical items adopted by individuals; (b) the change in use and meaning of specific lexical items; and (c) the way they used lexical items to convey a pedagogical issue that they were integrating within their classrooms

Students' experiences of learning in undergraduate education in Sri Lanka

This thesis argues that to better understand student learning in undergraduate education, it is useful to focus not only on how students are affected by the context of learning but also how they act on the context to achieve their own valued outcomes. The thesis specifically explored the question of ‘how do students regulate their learning in relation to the contextual demands and their own valued outcomes?’ This longitudinal qualitative study has focused on a group of undergraduates following a four year degree course in Psychology in a Sri Lankan university. I have used an analytical framework informed by Engeström’s version of Cultural Historical Activity Theory (CHAT) for data analysis. Accordingly, I have conceptualised student learning in the undergraduate course as a network of activity systems that weaves together people and cultural tools to transform the collective purpose of learning. It emerged in the analysis of the activity system that students’ learning is affected mainly by tensions or dilemmas arising from the collective purpose and the institutional assessment practices. The collaborative attempt to change the purpose and the context of learning by students’ and their lecturers has mutually transformed both the collective purpose (object) and the students’ identities and increased their action possibilities. This dialectical process is mediated by the cultural tools which included curriculum, teaching and assessment as well as social relationships. In the analysis of individual differences in achieving expansive learning there emerged five interacting factors which included; a student’s past history of education; goal setting; motivation for transforming identity; mobilising resources and views on the object and tools used on the course. These factors do not operate in isolation and they interact within an individual’s socio-cultural context of learning, which simultaneously operates with the collaborative activity of student learning in the undergraduate course. The above findings are synthesised into a model for understanding student learning in undergraduate education and the implications for policy, practice and further research are presented at the end of the thesis. The thesis also addresses the issue of striking a balance between enhancing employability skills and providing a broad higher education based on liberal values. This arises directly from my research and is a part of current academic debates within higher education. It is argued that conceptualising student learning in undergraduate education as a dialectical change process of identity transformation of students, which is mediated by social relationships and cultural tools, may be helpful in resolving this issue. The thesis also suggests ways to conceptualise student learning in undergraduate courses, as a network of activity systems, which weaves together people and cultural tools to transform the collective purpose of learning. Such an approach can transform students’ identities and increase their possibilities for actions in intellectual, cultural, economic, social and moral spheres of life

Students' experiences of learning in undergraduate education in Sri Lanka

This thesis argues that to better understand student learning in undergraduate education, it is useful to focus not only on how students are affected by the context of learning but also how they act on the context to achieve their own valued outcomes. The thesis specifically explored the question of ‘how do students regulate their learning in relation to the contextual demands and their own valued outcomes?’ This longitudinal qualitative study has focused on a group of undergraduates following a four year degree course in Psychology in a Sri Lankan university. I have used an analytical framework informed by Engeström’s version of Cultural Historical Activity Theory (CHAT) for data analysis. Accordingly, I have conceptualised student learning in the undergraduate course as a network of activity systems that weaves together people and cultural tools to transform the collective purpose of learning. It emerged in the analysis of the activity system that students’ learning is affected mainly by tensions or dilemmas arising from the collective purpose and the institutional assessment practices. The collaborative attempt to change the purpose and the context of learning by students’ and their lecturers has mutually transformed both the collective purpose (object) and the students’ identities and increased their action possibilities. This dialectical process is mediated by the cultural tools which included curriculum, teaching and assessment as well as social relationships. In the analysis of individual differences in achieving expansive learning there emerged five interacting factors which included; a student’s past history of education; goal setting; motivation for transforming identity; mobilising resources and views on the object and tools used on the course. These factors do not operate in isolation and they interact within an individual’s socio-cultural context of learning, which simultaneously operates with the collaborative activity of student learning in the undergraduate course. The above findings are synthesised into a model for understanding student learning in undergraduate education and the implications for policy, practice and further research are presented at the end of the thesis. The thesis also addresses the issue of striking a balance between enhancing employability skills and providing a broad higher education based on liberal values. This arises directly from my research and is a part of current academic debates within higher education. It is argued that conceptualising student learning in undergraduate education as a dialectical change process of identity transformation of students, which is mediated by social relationships and cultural tools, may be helpful in resolving this issue. The thesis also suggests ways to conceptualise student learning in undergraduate courses, as a network of activity systems, which weaves together people and cultural tools to transform the collective purpose of learning. Such an approach can transform students’ identities and increase their possibilities for actions in intellectual, cultural, economic, social and moral spheres of life

Assessing student learning in selected social sciences and humanities undergraduate programmes at universities in the UK and Vietnam: a comparative case study

This research study investigates the similarities and differences in assessment policy, perspectives and practices in relation to student learning, desirable graduate outcomes and lifelong learning (LLL) in two departments with similar disciplines: Sociology and Social Policy and English Studies of the Midlands University (MU) – UK and Sociology and English Linguistics and Literature of the Ho Chi Minh City University (HCMU) – Vietnam. The study’s conceptual framework was developed from research literatures on assessment, mainly David Boud’s framework of sustainable assessment or assessment for longer term learning, as the framework for data analysis. The methodology is a comparative case study, and the methods include using semi-structured interviews with 22 staff in both cases, four student focus groups, an action-based intervention at the English department of the HCMU, and document analysis. The similarities and differences across the comparative cases are explained on the basis of the economic, socio-cultural and HE contexts, while Boud’s framework is reframed theoretically and operationally for these contexts, and as a guide to improving practices. The data shows that although more elements of Boud’s framework were found in the MU than the HCMU, assessment in both cases was an imperfect realisation of this framework. The argument is made that this framework can offer a good vision for the two cases to aim at in terms of changes in their assessment perspective and practices, but the framework itself should also be reframed with contextual and cultural features of assessment, as well as the development of human capabilities and functionings in order to encompass a fuller range of educational goals. It is concluded that above all assessment should support not only learning at university but also expansive rather than reductive LLL