Engaging sport students in assessment and formative feedback

Sport as a discipline in higher education is grappling with the challenge of providing authentic and relevant assessment that engages students in their learning. The centrality of assessment to the student experience is now well accepted within the research literature (Brown and Knight, 1994; Rust, 2002). In particular, formative assessment, or assessment that creates feedback to support future teaching and learning experiences, can be a powerful tool for enhancing learning (see Black and Wiliam, 1998). Given that feedback is most effective if it is considered or reflected upon, one of the key challenges is to actively engage sport students in formative assessment processes. This guide offers advice in designing and facilitating sport students’ involvement in assessment and enhancing their engagement with the feedback they receive. The aim is to support sport programme teams by taking a pragmatic approach, combining a clear academic rationale based on assessment for learning principles with case study examples of successful formative assessment exercises emphasising innovative approaches to giving feedback. The guide consists of three key sections focused on: 1) Providing staff in HLST with background knowledge of formative assessment and formative feedback and how it relates to their subject. 2) Providing case study examples of how to effectively engage sport students with assessment feedback so that it feeds-forward to aid learning. 3) Providing a resource of references and sources of support for tutors wishing to further their learning in this area

Information System Knowledge Transfer Needs Assessment Instrument

Many companies rely on information systems (IS) that are critical to their business operations. Some of these IS utilize obsolete technology, and often include embedded business rules that are imprecisely documented. There is a risk that crucial knowledge related to maintenance of these IS could leave organizations as a result of the surge in retirement of experienced information technology (IT) professionals. This paper presents design science research, in which a survey and method of analysis was developed to assess and prioritize knowledge transfer needs related to IS. The instrument builds on industry leading practices in knowledge retention and incorporates social network analysis in order to produce a tool that is more comprehensive and efficient than previous tools built for this purpose. The analysis produces a prioritized list of knowledge and skill areas as well as a prioritized list of employees to focus knowledge transfer efforts within a firm

Volunteering Reinvented: Human Capital Solutions for the Nonprofit Sector

To grow and adapt in today's continuously changing society, a nonprofit organization must recognize the value and contribution of both its paid staff and volunteers. Simply recruiting large numbers of volunteers, however, does not necessarily translate into success for the nonprofit sector or the community at large. Successful results are achieved when an organization is able to support, mobilize, and manage its volunteer resources for the greatest possible impact on a problem or need.In a competitive environment where resources are often scarce, nonprofit executives and boards of directors have become more strategic about how they leverage the various resources at their disposal:money, space, inkind donations, equipment, technology, and employees. Unfortunately, however, one of the most powerful and plentiful resources of all -- volunteers -- continues to receive short shrift from nonprofit leadership. This paper is intended to educate nonprofit executives about volunteering as a key human resource strategy, illustrate that volunteering is not just nice but necessary, and demonstrate the value volunteers bring to an organization that strategically plans for how to use them both to support infrastructure and to deliver programs and services

Teaching Laboratory Courses Using Distance Learning Technologies

Conducting laboratory activities is essential for teaching and learning in engineering and technology subjects. This article discusses explorations made by a research team to find solutions to enable the distance-learning delivery of laboratory courses on embedded microcontroller technology topics. In addition, this article includes a review of videoconferencing and course management tools, uniquely designed laboratory equipment and supporting curriculum materials, and statistical evidence showing students can learn technical laboratory content in distance-learning environments

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM

Improving Primo Usability and Teachability with Help from the Users

In the aftermath of a consortium migration to a shared cloud-based resource management and discovery system, a small college library implemented a web usability test to uncover the kinds of difficulties students had with the new interface. Lessons learned from this study led to targeted changes, which simplified aspects of searching, but also enhanced the librarians’ ability to teach more effectively. The authors discuss the testing methods, results, and teaching opportunities, both realized and potential, which arose from implementing changes

Bricolage in organizations

Theories of management and organization have traditionally overlooked the concept of bricolage. Focused on the rationality of resource allocation, scholars have missed the relevance of the skill of “inventing” resources from available materials. Changes in the nature of competition are, however, stressing the importance of speed and change as competitive factors in shifting environments. In these environments it may be impossible to search and wait for the presumably adequate resources. Bricolage, therefore, may be a relevant practice in these environments. This article discusses the concept of organizational bricolage by asking such questions as: What is bricolage? Why is bricolage a relevant practice? Why is bricolage so often ignored? How can it be facilitated?resources; resourcing; bricolage; improvisation