Libraries in transition: evolving the information ecology of the Learning Commons: a sabbatical report

This sabbatical report studied various models in order to determine best practices for design, implementation and service of Leaning Commons, a library service model which functionally and spatially integrates library services, information technology services, and media services to provide a continuum of services to the user

The use of electronic voting and peer assessment to encourage the development of higher order thinking skills in learners

In the research reported here, electronic voting and peer assessment were used with 215 first year computer science and information technology undergraduates undertaking an electronic media design module. In previous years it proved difficult for learners following this module to develop good quality practical skills resulting in poor results in practical tests. In this study, the module delivery team used electronic voting and a form of peer assessment in order to motivate learners and to engage them more deeply in learning. It was hypothesised that this would improve higher order thinking skills and lead to improved performance in practical work. A significant improvement in performance of 6% was achieved (p<0.001) as compared to previous years. We were able to show that the most likely reason for this was the use of electronic voting systems and peer assessment. In the concluding section of the paper we discuss some issues related to this finding and our teaching approachPeer reviewe

Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education

This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education

From Novelty to Expectation: Recommendations to Develop a System of Campus Support for Foster Youth

As longtime funders of efforts to promote educational opportunity for current and former foster youth, the Walter S. Johnson Foundation (WSJF) and Stuart Foundation have been in the forefront of efforts to replicate successful models of campus support programs for former foster youth at public institutions of higher education in the Bay Area and Northern California. This paper was commissioned to help the funders determine what additional investments could be made to help additional campuses implement support programs and to move the field toward a "tipping point" where temporary philanthropic support for a relatively small number of demonstration programs begins to be replaced by on-going public support for the widespread replication of CSPs throughout the state's public institutions of higher education. This paper examines the challenges and barriers faced by campuses that seek to replicate campus support programs for foster youth, determine what campuses need for effective replication, and the most useful ways in which support could be delivered. In also includes a potential design for a campus support program initiative and makes recommendations for the type of intermediary needed to manage the initiative

Inquiry-based learning in the arts: a meta-analytical study

This report summarises learning about inquiry-based learning (IBL) in the arts and humanities disciplines at the University of Sheffield during the period in which the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) has been in operation. It draws upon impact evaluation data from curriculum development projects that have been funded by CILASS in departments in the Faculty of Arts and Humanities

ASSESSMENT STRATEGIES IN ESP COURSE AS A WAY FOR MOTIVATING STUDENT LEARNING

The role of assessment in enhancing student motivation to learn English for specific purposes is analysed. The research results about student attitudes towards assessment strategies are presented. The assessment types are described. The importance of self-assessment and student involvement into the process of assessment is emphasized