Self-Evaluation in Youth Media and Technology Programs: A Report to the Time Warner Foundation

This 2003 report documents the self-evaluation practices, challenges, and concerns of the Time Warner Foundation's Community Grantees; reviews the resources available to youth media programs wishing to conduct program and outcome evaluations; and begins to identify useful directions for further exploration

Robust, Recognizable and Legitimate: Strengthening India's Appliance Efficiency Standards and Labels Through Greater Civil Society Involvement

Residential use accounts for 14 percent of global energy consumption. Appliance standards alone could achieve 17 percent energy reductions in the residential sector. Although appliance efficiency standards and labeling programs (AES&L) aim to influence consumer behavior, consumers and civil society often play a limited role in the design, implementation, and monitoring of these programs. This report considers the contribution that civil society organizations can make at each stage of an appliance efficiency standards and labeling program (AES&L), based on experiences in 10 developed and developing countries

Methods and models of next generation technology enhanced learning - White Paper

Our understanding of learning with technology is increasingly lagging behind technological advancements, such that it is no longer possible to fully understand learning with technologies without bringing together evidence from practice-based experiences and theoretical insight to inform research, design, policy and practice. Furthermore, whilst practical experiences and theoretical insights make significant contributions towards understanding learning with new technologies, the dynamic nature of learner practices and study contexts make it difficult to predict future requirements in terms of methods and models for next generation technology enhanced learning. We therefore require formal and comprehensive methods and models of learning with technology that accommodate theory and practice whilst allowing us to anticipate methodological innovations that capture future transitions and changes in learner practices and study contexts, in order to inform research, design, policy and practice. Workshop participants represented different communities of interest including research, design, evaluation and assessment. The overall objective was to anticipate methodological innovations in technology enhanced learning research and design over the next 5/10 years

The Art of Knowledge Exchange: A Results-Focused Planning Guide for Development Practitioners

Designing and implementing knowledge exchange initiatives can be a big undertaking. This guide takes the guesswork out of the process by breaking it down into simple steps and providing tools to help you play a more effective role as knowledge connector and learning facilitator

An investigation into the perspectives of providers and learners on MOOC accessibility

An effective open eLearning environment should consider the target learner’s abilities, learning goals, where learning takes place, and which specific device(s) the learner uses. MOOC platforms struggle to take these factors into account and typically are not accessible, inhibiting access to environments that are intended to be open to all. A series of research initiatives are described that are intended to benefit MOOC providers in achieving greater accessibility and disabled learners to improve their lifelong learning and re-skilling. In this paper, we first outline the rationale, the research questions, and the methodology. The research approach includes interviews, online surveys and a MOOC accessibility audit; we also include factors such the risk management of the research programme and ethical considerations when conducting research with vulnerable learners. Preliminary results are presented from interviews with providers and experts and from analysis of surveys of learners. Finally, we outline the future research opportunities. This paper is framed within the context of the Doctoral Consortium organised at the TEEM'17 conference

Sustainability Education and Learning Committee Web Portal

Course Code: ENR/AEDE 4567This project was completed for The Sustainability Education and Learning Committee (SELC) of OSU's Sustainability Institute to provide insight and student perspective on the best way to design an interactive web portal that encompasses and makes easily accessible all sustainability-centric and and sustainability-related majors, minors, and coursework in one platform.Sustainability Education and Learning CommitteeAcademic Major: Environment, Economy, Development, and Sustainabilit

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Creating E-Resources for the London Project Center

Information provided by WPI regarding the London Project Center can be spread out and confusing for students, creating a feeling of information overload during ID 2050 and while on IQP. By analyzing the current information dissemination methods and the opinions surrounding them, we determined what information students felt was previously lacking. By doing so, we created a suite of content and tools, presented in a website format, for the London Project Center director, to benefit future generations of London Project Center students. In addition, we provided a series of recommendations to the Interdisciplinary and Global Studies Division, ID2050 instructors, and to the London Project Center on improving the way they inform students before, during, and after an off-campus project