Designing collaborative e-learning for the net generation

The designer of higher education programs is on the cusp of some very exciting resource development particularly in the area of postgraduate coursework. Part of this is because of the new learner, a millennial or net generation learner who is time-poor, a networker with strong inclinations towards social or community knowledge pooling and a multiple media literacy which is comfortable in virtual worlds and with visual emphasis. The other element is the perceived changing role of the university or higher education in the transfer of knowledge, moving from a transmission or narrative model to learner-centred and performative approaches. This has been highlighted by greater emphasis on experiential learning methodologies, and the development of action learning practices. The nexus of these two influences, the new learner and the higher education response to delivering learning, may be elaborated further from learning theory which seems to be moving beyond social constructivist approaches, or certainly encompassing what is referred to as connectivism.This may be a new theoretical approach, or it could simply be an organic growth in meeting the needs of large numbers of higher education student participants who perceive a degree as a skills-based workplace preparation. Whatever the theoretical underpinning may be, the large numbers of learners moving to postgraduate coursework or more workplace oriented programs and subjects has thrown out the challenge to instructional designers to provide just-in-time, relevant and socially transferred learning with strong creative and imaginative engagement.The case studies incorporated in this paper provide two separate approaches to these challenges - one is a workplace oriented postgraduate team project in a Masters in Communication, the other provides a virtual simulation for developing creative and professional writing skills at postgraduate levels. They both provide perspectives on the net generation learner and collaborative and connected learning models.<br /

Capacity Building in Mathematics and Statistics Learning Support in Norway and the Czech Republic (MSLS Net)

This report describes the final meeting of the project "Capacity Building in Mathematics and Statistics Learning Support in Norway and the Czech Republic (MSLS Net)" held at the Tomas Bata University in Zlín, Czech Republic (June 12-14, 2023). Provision of mathematics and statistics learning support (MSLS) is developing rapidly in many parts of the world and activity in Norway and the Czech Republic has been accelerated significantly through this EEA Grants funded project. Representatives of each of the five partner institutions worked on creating a summary of good practices in tutor training, designing learning resources, and in delivering, monitoring and evaluation of mathematics and statistics support. Provision varied considerably across the institutions and the centres represented demonstrated diverse and innovative ways in which mathematics support is evolving. Outputs from the project include a Handbook on good practice and a booklet concerned with mathematics support centre tutor training, including pedagogic training and learning resources for the development of the tutors as described below. Finally, consideration turned to the value of establishing a professional network to continue this important work. The report will be relevant to other international groups interested in working in university level mathematics and statistics support

Impact of the Sierra Health Foundation's Clinic Capacity Building Program: Final Evaluation Report

Sierra Health Foundation (Sierra Health) launched the Clinic Capacity Building Program in 2013 as part of the Sacramento Region Health Care Partnership. The goal of the Clinic Capacity Building Program was to respond to the anticipated growth in demand (i.e., number of patients) created by the implementation of the Affordable Care Act by strengthening community health centers' administrative and operational capacity. The program aimed to improve clinic leadership, care quality and financial sustainability, thereby increasing the number of high performing Federally Qualified Health Centers in the region.In July 2014, Sierra Health contracted with the Center for Community Health and Evaluation (CCHE) to evaluate the effectiveness of its Clinic Capacity Building Program. The goal of the evaluation was to assess the effectiveness of the Clinic Capacity Building program and contribution of the program to changes in capacity among the five grantees. This is the Executive Summary of the final evaluation report, which was submitted to Sierra Health in December 2015

Circular 01/19 : funding : arrangements for planning and budgeting for further education in 2002/03

"This document explains the new planning and budgeting arrangements for further education institutions for 2002/03, building on the new funding arrangements described in Circular 01/13, Post-16 Funding Arrangements for 2002/03. This document describes how the planning and budgeting process has been derived, with particular reference to the consequential changes as a result of the new funding formula. This is the third in a series of documents that will cover the transition of further education from the Further Education Funding Council methodology to the new formula. This follows the circular Indicative Funding Rates for Further Education in 2002/03. Although primarily for information, this document also seeks comments from the sector on: the proposal by the DfES to introduce a new condition of grant in relation to fees for students’ aged 16–18 years in full-time or part-time education (paragraphs 69–72). Comments should be forwarded to local Councils by 31st January 2002. This applies to all institutions providing further education learning funded by the Council. Full guidance on the government’s priorities and funds available for 2002/03 will be issued in January/February 2002, following receipt of the Secretary of State’s annual guidance letter" -- front cover

Overcoming Financial Barriers to Expanding High-Quality Early Care and Education in Southeastern Pennsylvania

High-quality early care and education (ECE) programs have been proven to create positive outcomes for children -- especially among those living in poverty. Yet many children from low-income families have a hard time accessing high-quality child care and miss the critical developmental growth and foundation needed for academic and life success. Nonprofit Finance Fund (NFF) released a new report that examines the financial challenges program providers face, and offers recommendations about actions to increase access to quality care. The report is based on NFF's work with more than 147 nonprofit child care centers in Southeastern Pennsylvania